TitleABC123 Version X1Contributions to IO Psychology.docx

Title
ABC/123 Version X
1
Contributions to I/O Psychology
PSY/435 Version 7
1
University of Phoenix MaterialContributions to I/O Psychology
Complete the following table. Your answers in each cell should
be at least 1 to 2 sentences in length.
Founders of I/O psychology
Major contributions to the field
Modern application of the founder’s contribution to the field
Hugo Munsterberg
Walter Dill Scott
Frederick Taylor
Frank and Lillian Gilbreth
References
Copyright © XXXX by University of Phoenix. All rights

reserved.
Copyright © 2016 by University of Phoenix. All rights reserved.
HR Case Evaluation #2
Review and assess the interview questions used by the
Southwood School District. Develop a report in which you
present your assessment.
First, look at each of the questions asked and assess/evaluate or
determine which ones are important and which ones are not.
Explain which ones should remain and which ones should be
eliminated and provide a clear argument to support your
suggestions. Use references to support your assessment.
Second, as part of this report, develop five additional questions
that you believe should be asked by the principal and HR
manager when selecting a new employee. Using references,
provide supporting rationale to explain the five additional
questions and any changes to existing questions. This
assignment should be between 4-5 pages. Cite sources using
APA format. Use a minimum of 3 to 4 references.
1. Cover Page with Name, Date, and Title of Assignment
2. Use headings to separate the sections of the paper
3. Page numbers
4. Double-spacing
5. Times New Roman, size 12
6. In-text citations to sources in APA style
7. Reference page using APA style
8. References not older than 3 years old
References
Adhyatmika, Kynam, Tantia (2011) on Driving Employee
Motivation through Compensation and Benefits Retrieved
from: http://www.slideshare.net/tantia90/compensation-benefit-
presentation-final (Short graphic slide presentation about
compensation and benefits)
Latest News on Fair Labor Standards Act Overtime Regulations
(no date). SHRM: http://www.advocacy.shrm.org/overtime

Singh (2011) Managing Employee Compensation and Benefits.
Retrieved from http://www.youtube.com/watch?v=2ADpXq4iQ-
U (Short Webcast)
The Best Ways to Reward Employees (no date). Retrieved
from http://www.entrepreneur.com/article/75340 (A short article
on how to reward employees
Liraz (no date) BizMove Business Guides: “Employee Training
and Development” (HTML) Retrieved
from: http://www.bizmove.com/personnel/m4d.htm(General
discussion about training and development)
Heathfield (2016) “Tips to Make Training and Development
Work” (HTML)http://humanresources.about.com/od/trainingtran
sfer/a/training_work.htm (General article on how to make
training work)
Springer (2011) Academic Earth: “Protecting Human
Capital” (YouTube) Retrieved
from http://www.youtube.com/watch?v=P-fgNdk99Vw (Short
video regarding making best use of employees)
“The Importance of KSAs (Knowledge, Skills, and
Abilities)” (2009) Retrieved from
http://www.va.gov/JOBS/hiring/apply/ksa.asp
Southwood School: A Case Study
in Recruitment and Selection
By Fiona L. Robson
STAFFING MANAGEMENT

STUDENT WORKBOOK
Project team
Author: Fiona L. Robson
SHR M project contributors: Bill Schaefer, SPHR
Nancy A. Woolever, SPHR
External contributor: Sharon H. Leonard
Editor: Courtney J. Cornelius, copy editor
Design: Terry Biddle, graphic designer
© 2008 Society for Human Resource Management. Fiona L.
Robson
Note to Hr faculty and instructors: SHR M cases and modules
are intended for use in HR classrooms at
universities. Teaching notes are included with each. While our
current intent is to make the materials available
without charge, we reserve the right to impose charges should
we deem it necessary to support the program. However,
currently, these resources are available free of charge to all.
Please duplicate only the number of copies needed,
one for each student in the class.
For more information, please contact:
SHR M Academic Initiatives
1800 Duke Street, Alexandria, VA 22314, USA
Phone: (800) 283-7476 Fax: (703) 535-6432
Web: www.shrm.org/hreducation

08-0768
Robson 1
Southwood School: A Case Study
in Recruitment and Selection
Purpose
This case helps you understand the complexities involved in
effective recruitment and
selection.
This fi ctionalized case study is based on a real organization.
The case is set in a
school, but many of the issues are the same across different
countries and sectors.
The author of this case was the HR manager in the organization.
Setting
Industry: UK public sector, education (a mixed comprehensive
secondary school).
Size: The annual revenue of the organization is more than £1
million,
but it is a government-funded, nonprofi t organization.
Staff Size: 120 employees (80 teaching and 40 non-teaching).
Student Body: More than 800 students aged 13-18.
Learning Objectives
By the end of this case, you will learn to:

Articulate why recruitment and selection is important to
Explain the importance of equal opportunity and how this
throughout training for employees involved in recruitment and
selection.
Appreciate the need for appropriate selection activities and how
accordingly.
Recognize the importance of reviewing recruitment and
Overview
Southwood School experienced increased employee turnover,
and as a result, a
higher level of recruitment activity. This case explores the
recruitment and selection
strategies used by the school. The fi rst part of the case study
introduces the system
that was initially used and concludes by identifying some of the
system’s weaknesses.
2 © 2008 Society for Human Resource Management. Fiona L.
Robson
The second part of the case study discusses the improvements
that were made
following a system review by the HR manager.
Part I

Recruitment
For many years, Southwood relied on a single recruitment
method: to advertise
all teaching positions in a specialist newspaper publication
called TES (Times
Educational Supplement). Basic advertisements were placed in
this publication one
time, and interested candidates were instructed to contact the
school to request an
application package.
The application package included the following information:
Additional information was sometimes enclosed, but this
depended on the
department head advertising the vacancy. Additional
information could include:
Examples of departmental projects (e.g., the head of the French
included information about student exchanges and visits to
France that students
and faculty had taken).
A copy of the school development plan for the next three years.
Other schools in the area also used TES for recruitment, but in

addition, they
placed advertisements in a local newspaper and on a web site
for teaching vacancies.
Some schools even launched a page on their school web site to
enable candidates to
download all of the application information.
Selecting the Right Candidates
Candidates submitted an application form along with contact
information for
two people who could provide references, and returned the
information to the
appropriate department head. Once the closing date had passed,
three staff members
reviewed the applications independently and graded them A, B
or C (where A is
the highest mark and C is the lowest) based on the candidate’s
ability to meet the
selection criteria. The panel would then convene to discuss the
A-rated application
forms and agree on a list of candidates who would be invited to
attend a selection
day. The staff members assessing the applications were usually
teachers from the
relevant subject area. Training was not offered to panel
members to help them to
select the best candidates.
Before selection day, references would be requested for all
candidates (see the
Reference Request Letter). Copies of the references would be
provided to interview
panel members; employment offers were contingent on the
receipt of satisfactory
references.

Robson 3
Selection days usually involved four to fi ve candidates,
depending on how many
applications had been received. The days normally followed the
following agenda:
9: 00 Welcome from the principal.
9:30 Tour of the campus.
10: 00 Informal interviews lasting approximately 20 minutes per
candidate.
11:30 Lunch in the staff canteen.
12:30 Formal interviews lasting approximately 30 minutes per
candidate.
2:30 Panel convenes to make decision.
3: 00 Panel contacts the successful candidate and offers him or
her the position.
The agenda shows that the organization relied on two selection
methods for all of
their teaching vacancies—an informal and formal interview. The
fi rst (informal)
interview was led by the principal and an administrator; this
was used to learn basic
information about the candidate and to review the information
on the application
form. The second interview was more detailed and explored a

wide range of issues
with the candidates.
The panel consisted of the following staff members:
Due to time constraints, panel members were usually unable to
meet in advance, so
they developed their interview questions independently.
Although the principal chaired the interviews, they were rarely
carried out in the
same manner and there was not a high level of consistency with
the questions. No
formal scoring system was used. At the end of the interviews,
there was a panel vote
to see which candidate should be offered the job. This often led
to a heated debate
about candidate strengths and weaknesses.
Candidates usually remained at the school until a decision was
reached so they could
be informed personally of the outcome. If they were unable to
wait for the outcome,
they were phoned later that day with the decision. Unsuccessful
candidates received
some brief verbal feedback, but were not asked for comments on
their interview
experience. Unsuccessful candidates would sometimes contact

the school and ask for
further written feedback; this was usually provided by the
principal.
HR Manager’s Review of the School’s Recruitment and
Selection Methods
The HR manager reviewed the school’s recruitment and
selection methods because
there was concern that best-practice methods were not being
used. In addition,
the principal thought that some inappropriate candidates had
been hired which
Robson
could have been avoided if better methods had been used. A
number of areas for
improvement were identifi ed:
Using one recruitment method was insuffi cient and was not
of the available recruitment resources (in particular, the
Internet). The existing
method may have resulted in some unsuitable hires who left the
organization after
a short time. A wider candidate search might attract different
types of people.
Other schools in the area were using more varied recruitment
mean they are accessing a larger (and potentially better) pool of
candidates.

The materials in the recruitment package were basic and not
designed, which may have failed to impress potential
applicants.
The selection methods used were limited, and had not kept up
with tren
other organizations.
Candidates were being hired on the basis of a good interview.
and ability was unknown.
Staff on the interview panels had not been trained, and in the
potentially discriminatory questions.
There was little chance of internal promotions because career
focus within the school or encouraged within the recruitment
and selection policy.
Lack of an objective scoring system resulted in complaints from
unsuccess
candidates who did not understand why they did not get the job.
Part II
Improving the Recruitment Methods
The HR manager continued to advertise teaching jobs in TES in
line with local
and national competitors, but re-designed the standard layout
and content of
advertisements to be more engaging and informative. In the
future, advertisements
for all teaching jobs will also be placed in the local newspaper

which has a weekly
jobs supplement and high readership in the area.
The school had a strong IT team, and they were consulted about
the best ways to
use technology as a recruitment method. They designed a simple
web site that could
be accessed through the school’s home page. It contained
relevant information about
the organization and the actual vacancy. Candidates could
complete and submit the
application form online, or print and mail the completed
application form. The page
was being monitored to gauge the success of this method.
The HR manager agreed with the principal that a greater
emphasis should be placed
on internal recruitment, particularly for positions with
management responsibilities.
This would encourage talented staff to remain with the school
as part of an overall
retention strategy.
The HR manager also reviewed the quality of the information
provided to
prospective employees, so that candidates would have a more
realistic picture of
Robson 5
what the job entailed and the character of the school (see
“Information Provided to
Candidates”).

The changes to the recruitment approach were evaluated after
six months. Positive
outcomes were identifi ed:
More candidates were accessing the information provided on the
the school’s web site and through e-mailed requests for
application packages.
Candidate diversity was higher than in previous recruitment
The number of people who applied for a job after requesting
increased.
There was positive feedback about the quality and quantity of
provided to candidates.
More than 75 percent of unsuccessful candidates said they
position at Southwood, indicating that the school had made a
positive fi rst
impression. This also suggests that candidates thought that the
selection methods
were fair and transparent. Feedback also indicated that
candidates enjoyed talking
to both staff and students and that this, combined with the
school’s plan for future
development, had left positive impressions.
Enhancing Selection Methods
The school had relied on interviews as their sole selection
method. The HR manager

and principal did not think that this method was suffi cient. It
was decided that
all candidates for teaching vacancies should deliver a brief
teaching session while
being observed by a senior teacher. Teaching observation
sessions enabled the senior
teacher to assess the following knowledge and skills:
Candidates were informed in advance to prepare a 20-minute
teaching session.
At the end of the sessions, the observer gave comments and
ratings to the main
interview panel. The ratings system involved the observer’s
ratings in the six areas
shown (1 being the minimum and 10 being the maximum
number of points).
Observers were also asked to give examples (where possible) to
justify their score.
Following discussions with stakeholders (including the student
council) it was
decided that students should have input into the selection
process. To achieve this,
student interview panels were added to the selection process.

Students on the interview panels were selected by the relevant
department head.
After training to ensure they did not ask infl ammatory or
discriminatory questions,
Robson
they were asked to write their own questions to ask candidates.
Student panel
members provided feedback to the principal and main interview
panel members.
These methods sent a message to candidates that the role and
opinions of the
students were valued by the school and that it was an important
part of the school’s
culture. An overview of the newly revised selection day is in
this case study.
Southwood continued the use of both formal and informal
interview panels, but
adopted a more structured approach. Panel members now meet
in advance to
organize questions and identify any key issues to be
highlighted. Training is also
provided on an annual basis for staff members who may be
involved in selection
activities, though attendance is not mandatory. The approach to
scoring candidates
objectively does not yet take place consistently, but the quality
of feedback to
candidates is much improved and provides them with some
constructive information.

Southwood has not adopted any of the more innovative selection
methods such as
psychometric testing, but the principal has promised to consider
them in the future
if a strong argument could be presented.
Anecdotal feedback was gathered from successful candidates,
who offered the
following comments:
“It was good to get to meet the students to fi nd out what they
about the school.”
“I found the day quite intensive as there were lots of things to
good idea about how the school is run.”
“The informal interview panel was a bit nerve–wracking, as I
what the aim of it was—it seemed quite personal.”
“The chance to meet lots of different people was good and I
type of school that I wanted to work in.”
A limitation of this feedback is that it was gained from only
successful candidates. It
would have been interesting to hear the views of those who did
not get the job.
There has been a 10 percent increase in the number of internal
candidates applying
for promotions and a small decline in the number of staff
leaving the organization.

Robson 7
Southwood School
eastwest Street
London
UK
[email protected]
VACANCY FOR TEACHER OF FRENCH
Southwood School is seeking a French teacher to join us in
September. You
should be a dedicated and enthusiastic teacher who has previous
experience
teaching students aged 11-18 years old. You will be joining our
hardworking and
committed team at this successful school.
You should possess the following skills:
Ability to encourage
The successful candidate will:

Application can be obtained through an e-mail request to the
school e-mail
address shown above.
Recruitment Advertisement
Robson
Introduction to Southwood School
Age range of students and the type of school (mixed
Mana
The range of courses that are offered (and could be offered in
Introduction to the Department
Introduction to key staff with brief r
Overview of the curriculum, including details of the key

Introduction to the Town of Southwood
Geographical l
Additional information would be provided to international
candidates.
Information Provided to Candidates
Robson 9
time event Location Participants
9: 00 a.m. Welcome to the school Principal’s offi ce
Principal, HR manager,
department head
9:30 a.m. Tour of the school Students
10: 00 – 11:30 a.m. Teaching observations* Classroom 101
Selected senior teachers
11:30 – 11:45 a.m.

Refreshments and
opportunity to meet with
potential colleagues
Staff room All available staff
11:45 a.m. – 12:45 p.m.
Individual interviews with
principal
Principal’s offi ce Principal and HR manager
12:45 – 1:30 p.m. Lunch School cafeteria
1:30 – 3: 00 p.m. Staff panel interviews Offi ce 201
Deputy principal,
department head, teacher
from department, and HR
manager
3: 00 – 4:30 p.m. Student panel interviews Classroom 104 Four
students
4:30 – 5: 00 p.m. Q & A session Principal’s offi ce Principal
and HR manager
*Candidates are required to deliver a 20-minute teaching
session. Full details are
provided to the candidate including the following information:
The number

The topic of the session they will teach and the learning
met.
List of resources that are available (e.g., computers, projector).
The names (and positions) of the staff that will be observing the
Candidates can e-mail any other questions in advance of the
session so they have all
of the necessary information.
Selection Day Timetable
Robson
This document provides examples of interview questions used in
the past.
Questions asked by the principal and members of the
management team:
Why did you
How do you think you can contribute to the school development

How do you think your present colleagues and managers would
Questions asked by teachers on an interview panel:
What innovative teaching methods have you used successfully
Which subjects do you enjoy teaching a) the most and b) the
How would you deal with disruptive students in the classroom?
Give an example of how you use technology to enhance your
Questions asked by the HR manager:
What training and development opportunities have you taken
What are your career plans for the next a) fi ve years and b) ten
What support would you like Southwood to provide if your
successful?
Questions asked by students:
What do you think the most important characteristics of an

How would you support students who fi nd your subject diffi
How would you create a fun learning environment in the
How would you build a good relationship with a new group of
Do you have any ideas for afterschool activities or clubs? What
Interview Questions
Robson 11
Dear Sir/Madam:
Re: Name of job applicant
The person named above has applied to join Southwood School
as a French teacher
and has provided your name as a reference. I would be grateful
if you could complete
the attached form and return it to me as soon as possible.
If you have any concerns about this person’s suitability to be a
teacher, I would be
grateful if you would contact me directly to discuss this further.
Sincerely,

D. Hart
Dr. David Hart
Principal, Southwood School
Reference Request Letter
Robson
Name of candidate:
1. Please rate the candidate by checking the appropriate boxes
and add a brief rationale
for your rating.
1 2 3 4 5 reason for rating
Teaching ability
Relationship with
colleagues
Relationship with students
Ability to meet deadlines
Use of IT
Professionalism
Examination results
Attendance and punctuality

2. Would you re-employ this person in your organization in the
future?
Yes ❑ No ❑ (If no, please provide details on a separate sheet.)
3. Do you have any doubts about this person’s suitability for the
job?
Yes ❑ No ❑ (If yes, please provide details on a separate sheet.)
4. Please confi rm your contact information and relationship
with the candidate:
Your name:
Your position:
Your organization:
How do you know the candidate?
Please return this completed form by e-mail to [email protected]
Reference Details
SHrm members can download this case study and many others
free of charge at www.shrm.org/hreducation/cases.asp.
If you are not a SHrm member and would like to become one,
please visit www.shrm.org/join.
1800 Duke Street
Alexandria, VA 22314-3499

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